ENGLISH ABSTRACT : The aim of the study was to analyse the use of audience response activities as part of
active learning at Stellenbosch University, South Africa, and to map out strategies to
explore the most effective use of audience response technology.
As developer of the audience response system that was used at Stellenbosch
University, I was required to attend lectures to identify problems with the use of the
technology. During these lectures I also identified a lack of pedagogical expertise in
the integration of audience response activities as part of the lesson designs.
Consequently a detailed research study into the pedagogical aspects of the integration
of audience response technology as part of teaching and learning was undertaken.
Audience response technology and the associated learning activities were analysed,
using activity theory as an analytical basis. The study is framed within the pragmatic
paradigm and uses Plowright's Framework for an Integrated Methodology (2011). Data
capturing included observation of the lessons, interviews conducted with lecturers and
completion of questionnaires by students. Five lecturers from five different disciplines
took part in the study: Chemistry, Biochemistry, Logistics, Mathematics Education and
English Education. The year groups consisted of one first year group, one second year
group, two third year groups and one fourth year group. Class sizes ranged from 60 to
240 students per class.
The study highlights several important issues, inter alia the lack of a common
understanding of terminology in educational technology, which impedes dialogue and
progress in this field. The study attempts to address this by explaining and defining
some of the concepts relevant to this study. Another finding is that, if lecturers do not
give adequate consideration to their pedagogical approach, their lesson planning is
generally poor when they attempt to integrate new technology.
Instructivism, constructivism and an integrated approach were examined and it was
found that it is possible to follow an integrated approach in the design of audience
response activities.
Several process models and design models were studied and consideration of these
models culminated in the development of a framework to be used for the development
of audience response activities as part of active learning. This framework consists of a process model and a design model and includes factors like feedback and motivation,
which are important aspects of active learning.
Another issue that was identified in this study is the lack of meta-level communication
between lecturers and students, as far as the learning process is concerned.
Explaining to learners how learning takes place and why a new pedagogical approach
is being introduced is a crucial aspect of student motivation.
The conclusion of this study is that the effective integration of technology in education
cannot be done haphazardly. It should be guided by well-informed strategies,
accompanied by adequate pedagogical and technological support, as well as ongoing
training.